Beyond quiz scores: LMS behavioral metrics and their association with summative performance in higher education

Radovan, Marko (avtor)

This study investigates how ongoing low-stakes quizzes and other learning management system (LMS)-based activities relate to performance on a summative course quiz in higher education. We analyzed course data from 37 first-year undergraduate students. Data were extracted from Moodle and covered weekly quiz scores across ten quizzes, number of attempts, attempt duration, latency between quiz release and first attempt, and student engagement with course materials. Descriptive statistics, Pearson correlations, and partial correlations were used to examine these relationships. The findings consistently point in the same direction: when and how often students engaged with quizzes mattered far more than how well they scored on them. Longer latency—that is, delaying the first quiz attempt after release—was strongly negatively associated with final quiz performance, while students who attempted quizzes more frequently and completed them more quickly tended to perform better. Among course materials, viewing the core lecture handouts showed the strongest positive association with final scores, while additional reading, Moodle lesson completion, and Padlet participation showed weaker but statistically significant positive associations. Topic materials were not significantly associated with final quiz performance. Partial correlation analyses confirmed that latency, number of attempts, and handout views each remained independently associated with final performance after controlling for average quiz score, suggesting these behavioral indicators capture something that raw accuracy alone does not. These results align with testing-effect and self-regulated learning research and point to a clear practical implication: course designs that encourage early, repeated engagement with structured core materials are likely to support better student outcomes than those that rely primarily on quiz scores as a proxy for learning.

• Jezik: Angleški jezik
• Ključne besede: formative assessment, low-stakes quizzing, Moodle, learner engagement, self-regulated learning, testing effect, higher education, academic performance
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.01 - Izvirni znanstveni članek
• Organizacija: FF - Filozofska fakulteta
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Datum objave: 13.05.2026
• Leto izida: 2026
• Št. strani: Str. 1-14
• Številčenje: [issue] 5, [article] 772
• PID: 20.500.12556/RUL-182593
• UDK: 378
• ISSN pri članku: 2227-7102
• DOI: 10.3390/educsci16050772
• COBISS.SI-ID: 278512899
• Datum objave v RUL: 18.05.2026

Gradivo je del revije

• Naslov: Education sciences
• Skrajšan naslov: Educ. sci.
• Založnik: MDPI
• ISSN: 2227-7102
• COBISS.SI-ID: 520257817

Licence

• Licenca: CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
• Povezava: http://creativecommons.org/licenses/by/4.0/deed.sl
• Opis: To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: visoko šolstvo, preverjanje znanja, formativno spremljanje znanja, učna angažiranost, samoregulacijsko učenje, učna uspešnost

Projekti

• Financer: ARIS - Javna agencija za znanstvenoraziskovalno in inovacijsko dejavnost Republike Slovenije
• Številka projekta: P5-0174
• Naslov: Pedagoško-andragoške raziskave - Učenje in izobraževanje za kakovostno življenje v skupnosti
• Akronim: P5-0174